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2009, p. 3)
Keywords: classroom response systems; educational assessment; formative assessment;
interactive response systems; student assessment; student response systems; summative
assessment
Analyzing the Effectiveness of Curriculum-Based Digital Content Used in a
Grade 6 French Immersion Classroom
Barrieau, A. (2009). Analyzing the Effectiveness of Curriculum-Based Digital Content Used in
a Grade 6 French Immersion Classroom. (Research project for SMART Technologies Learning
Environments Initiative). District 16, Miramichi, NB.
This research, conducted from April to June 2009, concluded that SMART products
improve student learning in French immersion math, French immersion science and
English language arts. Through a series of surveys, video diaries, interviews, photos and
a student feedback blog, Barrieau and her colleagues at Harkins Middle School in New
Brunswick, Canada, demonstrated that SMART products, including SMART Response
interactive response systems and SMART Board interactive whiteboards, foster improved
student learning, enhanced literacy skills and active collaboration in the classroom.
smarttech.com/researchHarkins
by using the device and they The researcher offered a number of conclusions. Interactive response systems, for
example, helped fourth- and fifth-grade students with mental math mini-lessons (e.g.,
like to see the variety of splitting, adding on and moving). Interactive response systems were also motivational
and helpful for both students and teachers because they could keep track of responses.
student responses.” (Schmitt,
The systems also provided teachers with evidence of participation and accuracy in
2009, p. 11) mental math exercises. Additionally, the researcher felt that integrating products such
as the SMART Board interactive whiteboard could provide “a detailed picture of what
is happening during a lesson” (p. 12) when, for example, a teacher wants to know how
students have arrived at their answers.
smarttech.com/researchToronto
| S M A R T AC T I O N R E S E A R CH
“Student writing improved This project, undertaken at Worcester Technical High School from 2008 to 2009,
explored whether the use of interactive technologies would create a more student-
as a result of greater centered classroom and increase student achievement. It found that using SMART
Response interactive response systems and other SMART products increased student
understanding of the
comprehension and retention in ninth-grade honors U.S. history classes. For example,
historical information, there was a 10 percent increase in average test scores for two in-class assignments after
the introduction of SMART Response.
facilitated through whole
In addition to their effect on test scores, SMART Response and other SMART products
class, small group and helped students take charge of their learning and become more accountable for the
material. A student commented that with the interactive response system, “I could tell if I
individual instruction using
got the question wrong or right and I knew what I needed to study” (p. 11).
SMART [products].” (Moylan, smarttech.com/researchWorcester
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